By Kiara Vigil & Uzma Shah
Baruch College Campus High School
Research Question
How do Monday morning meetings contribute to the professional development
of teachers and impact student achievement?
Background
Baruch College Campus High School (BCCHS) is a partnership between New York
City’s Community School District Two and Baruch College, City University of
New York. It is a small high school that serves a wide variety of students
from all boroughs and backgrounds. Rigor is emphasized for all students to
achieve high levels of understanding while pursuing a college preparatory
curriculum. Rigor is also emphasized for teachers and staff who work
collaboratively to create and plan courses, units, professional development
workshops, grade team meetings, department meetings, and school wide events.
In addition to rigor for students and staff alike, professional development
for teachers is at the heart of the school. As teachers at BCCHS we were
initially inclined to focus our research on some (or even all!) of the
professional development meetings we attend on a weekly basis. Each teacher
at BCCHS attends an average of eight to twelve meetings per month on various
topics related to student achievement and professional development. We chose
to focus our study on the Monday morning meetings that begin as a whole
staff and then break into grade team groups. These meetings have evolved the
most over the past six years and therefore offer a large pool of data. The
founders of the school created these meetings to help unify the staff’s
vision for the week and to provide continuous monitoring of student progress
while also building community. Since the inception of the meetings their
format and content have been modified based on the needs of teachers,
changes in the student population, and the administration’s willingness to
adapt to fit these needs.
Structure of Monday Morning Meetings (MMM’s)
In its’ present form the Monday morning meeting follows this agenda:
Teachers take on roles during this time-Facilitator, Recorder, Time-keeper
Facilitator: lead the discussion of 2 previously selected students
Each teacher: shares the struggles and strengths of those students in
his/her class and suggests strategies for support
Recorder: Takes notes to keep on file as part of the Team’s binder and to
give copies to the Administration, Guidance office, and Advisors.
Time is also used by all to discuss which two students will be profiled for
the following week.
Tools Used to Collect the Data
- Student Surveys
- Teacher Questionnaires
- Interviews (Teacher and Student):
- Team Binders
- Anecdotal notes from Meetings
- Feedback Session with Teachers
Data Description & Analysis
1. Teachers who felt that meeting time was used appropriately and
productively:
Yes-58% No- 42%
2. Teachers who felt a clear structure for use of time was essential:
Yes-58% No-42%
3. Teachers who felt that defined roles were necessary in using meeting time
effectively:
Yes-74% No-26%
4. Teachers who felt the Monday Morning Meetings enabled them to better
support student
Achievement:
Yes-21% No-79%
5. Teachers who thought more time was needed to follow up and track the
academic progress of students:
Yes-84% No-16%
6. Teachers who felt they needed more time to prepare for and reflect on
these meetings:
Yes-68% No-32%
The above data, combined with additional teacher feedback, reveal that
teachers require more time to work collaboratively in structuring how they
use professional development meetings. Additional time to follow-up on the
strategies implemented is also necessary. Furthermore teachers must be given
voice in analyzing the effectiveness of this meeting time. A deeper analysis
of the Monday morning meetings at Baruch College Campus High School has led
to broader conclusions for instructional practice, professional development
of teachers, and the need for policy initiatives.
Policy Implications:
-The End of Isolation: Respecting Teacher Voice and Time
The isolation within which contemporary teachers work is so common as to be
almost transparent. Isolated from other professionals, teachers and their
practice are embedded within a hierarchical system in which the day-to-day
activities are governed by external forces: administrative mandates,
parental requests, and legislative directives. The teachers--the ones with
the most knowledge about the specifics of the contexts in which they
work--may feel the least empowered to engage in innovative practices that
could enhance the lives of their students in important ways.
- Talking Shop, Authentic Conversation and Teacher Learning, 164
This research study has shown that teachers want and need more time to
reflect on their work in professional meetings where teacher talk is focused
around supporting struggling students. Education policy makers need to
consider that teachers need guidance, a supportive administration, and
compensation for time used in enriching their own professional development,
which aids the instruction and support of their students.
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